Successful High School Research Articles

Comprehensive Sickle Cell Disease Management Is Associated with Superior Grade Attainment and High School Graduation Rates

Abstract Background: Sickle cell disease (SCD) in adolescents and young adults has been associated with low high school graduation rates. Complications of the disease may decrease school attendance, academic performance, and grade attainment. The graduation rate for patients with SCD enrolled in the Cooperative Study of Sickle Cell Disease (CSSD) was 71%. Poor educational outcomes might be due to a number of factors including socioeconomic status or days spent in the hospital due to illness. Neurological complications of SCD may also contribute. Stroke and microvascular ischemic events are detrimental to cognitive function and influence academic achievement and grade attainment. Patient and practitioner adherence to best practices, such as those described in the NHLBI 2014 guidelines vary widely, and the association of best practices with graduation rates has not been studied. We compared high school graduation rates of patients at Akron Children's Hospital Sickle Cell Disease Program (ACHSCDP) with national and local rates. Methods: We conducted a retrospective chart review of patients born between 1994 and 2000 who received care for all forms of SCD at ACHSCDP. Patients were identified through an onsite registry. Thirty-two patients were identified for chart review. We defined successful high school attainment as graduation from 12th grade, or having completed 11th grade by July 2018 and enrolled to begin 12th grade in Fall 2018, before or at 19 years of age. We determined successful high school attainment for patients at Akron Children's Hospital and assessed factors associated with success. Results: Patients born from 1994 to 2000 with sickle cell disease (SS, SC, SBeta-0, SBeta-+) were analyzed (n=32). Two patients transferred out of ACHSCDP prior to age 14 and were not included in our analysis. Of 30 patients studied, 14 were male and 16 were female. Twenty-six patients (86.7%) had graduated or were starting senior year as of July 2018. Of the 26 successful students, 12 (46.2%) had either an IEP or 504 (federally defined accommodation plan) in place. None of the 4 unsuccessful students had an IEP, however 1 student had a 504. Of the 26 successful students, 13 had HbSS, 1 had HbS/B o thal, 5 had HbS/B + thal, and 7 had HbSC. All 4 unsuccessful students had HbSS. Of the 26 successful students, clinical data from 4 years before graduation or 3 years before completion of the 11th grade revealed that the students were hospitalized an average of 5.77 days per year and visited the emergency department an average of 1.38 times per year. Of the 4 unsuccessful patients, data collected 4 years before the age of 19 revealed that the patients were hospitalized an average of 5.85 days per year and visited the emergency department an average of 1.37 times per year. Only one patient had a documented stroke, and this child successfully graduated from high school. Of the 26 successful students, 18 (69.2%) were enrolled in college after finishing high school and 3 students were in their senior year of high school. Discussion: In this cohort, a high percentage of patients (86.7%) graduated or were on track to graduate from high school. In the United States, approximately 90% of patients with SCD are African American. All patients analyzed here were African American. With this in mind, ACHSCDP patients' graduation rate compares favorably to estimated graduation rates across the US general population (84%), the U.S. African America population (76%), the U.S. sickle cell patient population (71%), the Ohio general population (84%), and the Ohio African American population (68%). The higher graduation rate among children at the ACHSCDP is associated with a multidisciplinary care model that prioritizes optimal hematologic care adhering to evidence based best practices including stroke risk screening and prevention, and use of hydroxyurea. In addition, team members assess for educations status and disease specific limitations at each encounter. A social worker advocates for educational needs. An outreach nurse makes school visits to educate staff and assist with implementation of federal accommodation plans. A teacher is available during inpatient stays to provide education in coordination with the patients' school. With comprehensive care, SCD is not a barrier to successful grade attainment, and academic distress in SCD patients should prompt re-evaluation of the patient's holistic medical care. Disclosures No relevant conflicts of interest to declare.

Attachment and pedagogical relevant practices as elements of a successful alternative school through the narratives of its students

AbstractAffective engagement to school is a precondition for success among at‐risk students who are learning in successful alternative high schools, which provide a second chance for schooling. Attachment is a well‐known main characteristic of successful alternative schools. Yet while research indicated overwhelmingly positive psychosocial outcomes, academic outcomes of alternative schools yield mixed results. The current study investigated the narratives of the students who attend a successful alternative second‐chance arts school. Our main purpose was to refine the main best practices for success as they reflect from students' narratives and to refine a theoretical model to illustrate these practices. The research consisted of 49 semistructured interviews with 36 students from all grade levels and internships of school.The results portray profound accounts of practices that enhance attachment to school and holistic pedagogical practices as two main essential practices, conceived by the interviewees that construct a genuine second chance when the two are intertwined. Enhancing attachment in a variety of methods and applying holistic pedagogical practices reduce school alienation and enhance success as they interact with one another. A theoretical model is presented to display the findings. Theoretical and practical implementations are discussed as essential for future policies regarding at risk youth for dropout.

Despite Our Best Intention: Students Relate How Social Promotion Hurt Them and What Changes They Believe will Help Them

The paper researches the practice of social promotion, where students who fail due to a lack of comprehension of grade level material are promoted along with their classmates who passed. Student and parent interviews, student surveys, and data from students’ graduation records are used to determine that social promotion does not improve the students’ education, instead students who are socially promoted are more likely to dropout of high school, less likely to graduate high school on time or at all, and the alternative practices are needed if students are to be successful and graduate high school.

The significance of the racial contract in teachers’ college expectancies for students of color

ABSTRACT Drawing on the theories of the racial contract and whiteness as property, this one-year qualitative case study explored the ways in which 27 classroom teachers harnessed school structure and classroom curriculum to support the college readiness of students of color in two California school districts. The study discovered that these teacher participants displayed different degrees of race consciousness, prompting contradictory expectancy practices. Negative expectations often reinforced ideologies and material conditions associated with the racial contract and, in effect, perpetuated whiteness as the racial construct of college-going abilities. Conversely, those teachers who operated with a higher degree of race consciousness reported more equitable teaching practices that emphasized self-respect, solidarity, and education as a collective contract for the common good. The study draws conclusions that impact educational policies, particularly those that identify college readiness as the benchmark of equity and high-school success.

Noyce Scholars and Their Educational and Career Aspirations at TAMIU

This presentation attempts to examine the distinction between the educational and career aspirations among Noyce scholars at Texas A&M International University (TAMIU), Laredo, Texas. In addition, data collected throughout the last three years of the program will be reviewed together with the progress the scholars have made so far. Positive expectations on these matters together with scholarship experience will definitely lead to positive outcomes and the attitudes for them to succeed in becoming successful high school mathematics teachers. The investigation of these positive outcomes and attitudes from the scholars’ participation, through extensive research, is essential for the continued success and growth of the Noyce Program in progress.

Academic Achievement and Study Satisfaction: The Contribution of High School Success and Personality

The aim of this study was to examine the role of high school success and personality traits in the academic achievement and study satisfaction among students of health studies. The Big Five questionnaire (BFQ) and Emotional competence questionnaire (UEK-45) were applied to 250 students, and the number of students' points when entering the study was obtained. The outcome measures were The study satisfaction scale (NSSS) and the number of passed exams in the 1st year. The results indicated two significant predictors for academic success: high school success (β = 0.18, p < 0.01) and state matura success (β = 0.23, p < 0.01) and also one predictor for study satisfaction: state matura success (β = -0.16, p < 0.01).

Accountability Reform and Responsive Assessment for Immigrant Youth

Immigrant students, one of the fastest-growing populations in US public schools, have been linguistically and culturally disadvantaged by accountability policies that rely only on standardized tests. Recent changes to these policies allow for the use of performance-based assessment tasks (PBATs) as an assessment indicator to supplement standardized tests. In this article, we explore how 1 highly successful high school that works exclusively with recently arrived immigrant teenagers has incorporated PBATs into its curriculum. We find that school leaders, teachers, and students agree that the use of rigorous performance assessments accomplishes language learning, content mastery, and test preparation simultaneously.

Ties that bind: family obligations as immediate and anticipatory obstacles

While research on Asian American students has overwhelmingly emphasized family ties as an important contributor to student success in high school, what it neglects is how family ties can constrain students in their educational endeavors. Based on a study of 30 low-income Hmong American high school students, I argue that poverty can create conditions in which family ties bind students to gender-based expectations and obligations that prevent them from pursuing opportunities for social mobility. In their discussion of mobility obstacles, Hmong students consistently brought up family as a significant barrier. Whereas males were concerned about fulfilling family obligations related to performing cultural and religious rituals, females were distressed about providing social and economic support for their families. Both males and females framed family obligations as obstacles that interfere with their schooling but females were also concerned that family obligations would restrict their ability to pursue opportunities away from home.

Inspiring science achievement: a mixed methods examination of the practices and characteristics of successful science programs in diverse high schools

While the achievement gap in science exists in the US, research associated with our investigation reveals some high school science programs serving diverse student bodies are successfully closing the gap. Using a mixed methods approach, we identified and investigated ten high schools in a large Southwestern state that fit the definition of “highly successful, highly diverse”. By conducting interviews with science liaisons associated with each school and reviewing the literature, we developed a rubric identifying specific characteristics associated with successful science programs. These characteristics and practices included setting high expectations for students, providing extensive teacher support for student learning, and utilizing student-centered pedagogy. We used the rubric to assess the successful high school science programs and compare them to other high school science programs in the state (i.e., less successful and less diverse high school science programs). Highly successful, highly diverse schools were very different in their approach to science education when compared to the other programs. The findings from this study will help schools with diverse students to strengthen hiring practices, enhance teacher support mechanisms, and develop student-focused strategies in the classroom that increase science achievement.

Broader Implications of Nutrition Education on High School Success Markers

Broader Implications of Nutrition Education on High School Success Markers

Uncovering the Differences Between Successful and Unsuccessful Japanese High School EFL Listeners : Focusing on Explanatory Factors

Uncovering the Differences Between Successful and Unsuccessful Japanese High School EFL Listeners : Focusing on Explanatory Factors

Mentoring in Sports for the Development of the Successful High School Coach

This study involves the surveying of current high school coaches in the state of North Dakota who are certified by the National Federation of High Schools through the completion of the required courses, including “The Fundamentals of Coaching”, “Concussion Diagnosis and Prevention”, as well as CPR, First Aid and AED certification in a current, active status. The participant coaches (n=113), were sent a survey through email using the Qualtrics Survey Program. This survey contained documentation of demographic information, coaching history, opinions regarding issues in coaching and how they are/can be addressed. This survey also discussed influences in the coaches life and how they have shaped their coaching careers. Coaching education and mentoring suggestions are also offered by the subjects as ways to improve the coaching job field as well as struggles they see mentoring bringing if a program were to be introduced.Results indicated that the majority of coaches would be open to mentoring programs in their school. This includes communication sessions, coaching education, sport specific coaching development, and time for personal interaction with other coaches aimed at creating relationships and discussing professional successes, coaching issues, and questions they have. Results also show a trend happening. There is a shortage of coaches with 11-20 years of experience and a large number of head coaches that have less than five years of experience. This trend is hinting to coaches leaving the profession after ten years, with not a lot of experienced people left to take over. Young coaches lead to a large learning curve, immaturity with dealing with certain situations, and lack the experience of actually teaching the game itself.

Fighting for Desired Versions of a Future Self: How Young Women Negotiated STEM-Related Identities in the Discursive Landscape of Educational Opportunity

In this article, we investigate how the national imperative to increase opportunities for young women of color in science, technology, engineering, and mathematics (STEM) and to broaden their participation was taken up locally at two high schools in one school district. Using ethnographic and longitudinal data, we focus on four young women of color (two at each school) as they negotiated STEM-related identities in the discursive and practice contexts of their lives at school. Using Holland and Lave’s concept of history in person, we view the young women as fighting for particular versions of a future self while entangled in discursive and social relations that threatened to position them differently than they wished to be. We find that their fight for future selves was not—for them—with the national narrative about women of color in STEM but with local school narratives that negatively positioned students of color more broadly and remained silent on issues of gender, the intersection of gender and race, and the implications for STEM. High school success in STEM came as a hopeful but potentially fragile byproduct of struggles to differentiate themselves from people like them (other Blacks, Latinas, the poor). Implications of these findings are discussed.

Socioeconomic background and high school completion: Mediation by health and moderation by national context

This study uses longitudinal data from the Norwegian Health Study linked with registry data (n = 13262) and the U.S. National Longitudinal Survey of Youth 1997 (n = 3604) to examine (1) whether adolescent health mediates the well-established relationship between socioeconomic background and successful high school completion, and (2) whether this mediated pathway of influence varies by national context. Adolescents from lower educated and lower income families reported poorer health, which negatively impacted their likelihood of graduating from high school. The partial mediational effect of adolescent health was stronger in the U.S. than in Norway. These results suggest that policies aimed at preventing high school dropout need to address adolescent health, in addition to the unequal opportunities derived from socioeconomic disadvantage.

Jules and Augusta Dejerine: Crossing biographies

Jules and Augusta Dejerine: Crossing biographies

Decision trees for predicting the academic success of students

The aim of this paper is to create a model that successfully classifies students into one of two categories, depending on their success at the end of their first academic year, and finding meaningful variables affecting their success. This model is based on information regarding student success in high school and their courses after completing their first year of study, as well as the rank of preferences assigned to the observed faculty, and attempts to classify students into one of the two categories in line with their academic success. Creating a model required collecting data on all undergraduate students enrolled into their second year at the Faculty of Economics, University of Osijek, as well as data on completion of the state exam. These two datasets were combined and used for the model. Several classification algorithms for constructing decision trees were compared and the statistical significance (t-test) of the results was analyzed. Finally, the algorithm that produced the highest accuracy was chosen as the most successful algorithm for modeling the academic success of students. The highest classification rate of 79% was produced using the REPTree decision tree algorithm, but the tree was not as successful in classifying both classes. Therefore, the average rate of classification was calculated for two models that gave the highest total rate of classification, where a higher percentage is achieved using the model relying on the algorithm J48. The most significant variables were total points in the state exam, points from high school and points in the Croatian language exam.

The Influence of Willing– Motivations Characteristics of Students on Their School Achievements

The research on relationship betwen school achievements and intelligence show that only 50 % success in school achievement can be explained by intelectual development, whereas other 50% variance has been determined by non intelectual factors (social and emotional development, degree of motivation for learning, specific characterics, personal traits, social and finantial status, cultural and educational status of the family) etc. The main objective of the research is to establish whats the structure of need, motives which students want to satisfy education in high school, their position and importance, that are characteristic for this social environment in present time, so that they are understood better and directed, so as to contribute to school achievements. The research was carried out in Montenegro. The sample consisted of the students from grammar and vocational schools in Budva, Podgorica and Niksic. Regarding content and methodology, interdisciplinary approach was used. It has been established that there is influence some willing – motivations characteristics on success in high school. There is a statistically significant corellation componente “Realiyation goals as a source of satistifaction” and academic success. The students of grammar schools have more persistence in achieving their goals

Museum–University Partnerships Transform Teenagers’ Futures

ABSTRACTThe New Bedford Whaling Museum’s High School Apprenticeship Program assists economically disadvantaged New Bedford-area high school students to achieve success in high school and post-secondary education. The museum developed the program as a direct response to low high school graduation rates in New Bedford, one of Massachusetts’ poorest cities. Throughout their three years at the museum, the 18 high school apprentices develop organizational, team-building, public speaking and problem-solving skills through project-based learning activities. The museum provides apprentices with academic tutoring, standardized test preparation, and assistance with completing financial aid and college application forms. Program participants visit a wide range of area universities, attend college fairs, complete career-related seminars and workshops and benefit from a full suite of services arranged through coordinated efforts with social service agencies and local colleges and university partners. The program has a successful track record of apprentices graduating from high school and being admitted to post-secondary school. Program staff is now focused on initiatives to encourage college retention among program alumni so that they earn a degree. Many obstacles stand in the way of college graduation for low-income students, but this museum–university partnership model helps students achieve the goals of timely graduation from college and the ability to earn a living wage.

Educational background, high school stress, and academic success

This research considers whether students without college-educated parents encounter more stressful life events, and if this exposure influences high school academic success, college matriculation and college degree attainment. Analyses were performed on 7989 students between 1988 and 2000 from NELS:88/2000. Findings suggest that students without college-educated parents encounter more stressful life events. This difference did not account for group differences in outcomes. However, exposure to certain stressors affects high school success over the entire sample. These stressors tend to be beyond student control. In addition, total life events in high school relates to students' ability to finish a college degree over the entire sample. This research extends current knowledge by considering stress' impact on student growth, academic trajectory and retention.

Improving High School Success: Searching for Evidence of Promise

Improving the nation's high schools—particularly those that are low-per-forming—involves challenges that are far easier to catalog than to surmount. In this article, the authors identify a handful of promising approaches that can help to achieve the goal that all students will graduate from high school well-prepared for further learning, successful careers, and engaged citizenship. The authors explain the theories that drive these high school improvement models, review evidence of their effectiveness to date, and suggest what it will take to make them work well. The authors stress that no single school improvement model or approach, no matter how powerful, can ensure the success of all students or schools. The reasons for poor performance are complex and determined by multiple intersecting personal, community, and organizational factors. These inequities have very real consequences for schooling and makes the job of improvement that much more challenging. The article concludes with a set of recommendations for policymakers, researchers, and sponsors of research to enhance the evidence base and increase our knowledge of how high schools and high school success outcomes can improve over time.